Adolescent Self-regulated Learning Development Characteristics And Brain Mechanisms

Self-regulated learning (SRL) refers to students'modulation process of cognition, emotion and action whiling learning, and how to achieved their study goals (Zimmerman & Schunk,1989).It includes aspects of cognition, behavior and motive.The ability of SRL shows the subjective and autonomous learning processes of the students which can be seen in different aging period. Studies of SRL turn out domestically and overseas nowadays. However, there are rarely studies of comparison of different grades. This study mainly concerns the development of SRL of the students using SRL Questionnaire including motive, strategy and volition aspects.We used the questionnaire of SRL revised by Fangping (2003) and revised it again for different grades containing primary, junior, senior and undergraduate students.Then SPSS and Amos software were used for data of revised questionnaire to find out the statistical results and structure of the SRL. The results showed that the model one mentioned in the study is fit for primary and junior students data, that is, low-aged students. The model indicated that value, emotional aspects can affect resources management and cognition strategy by modulating meta-cognitive and motive aspects, and then affect the learning effects. Furthermore, the meta-cognitive and self-efficiency factors can directly affect the scores. So, we can see that the junior study period is predominant during the whole study period and for SRL. And the model for senior students should be studied more. The study also concerns the experiment effects of SRL ability of undergraduate students. The questionnaire helps pick out the students of low SRL ability and high SRL ability for Go/No-go task. Go/No-go task can figure out the process and ability of inhibitory and control. The results of this experiment showed that there were relationship between SRL ability and scores, SRL ability and response inhibition. Go/No-go task is classical for response inhibition, which contains the stimuli that should be responsed for and stimuli should be not responsed for (inhibition response). And stimuli that should be responsed usually rare in the task process. To some certain, the time that used for switching between response and inhibition can tell the ability of response and control. In this study, subjects'RT (response time) were significantly different between subjects. It indicates that subjects'switching ability are significantly different, some are with good flexibility, while others are opposite. Subjects with high SRL ability had shorter RT while subjects with low SRL ability had longer RT.The study used ERP(event-related potentials) for the same paradigm of Go/No-go. The high and low ability of SRL subjects was selected based on the questionnaire. The aim of this kind of study was to find out the brain mechanism of inhibitory in SRL. The results showed that two groups did have significant difference in No-goP3, which indicated that they might have different level of inhibitory ability of response.Our results can be widely applied in education.